Access Lagos State free Unified Refrigerator and Air Conditioning Work Scheme of work for SSS3. SS3 Curriculum for Senior Secondary School –Schemeofwork.com
SSS3 Refrigerator and Air Conditioning Work Scheme of Work First Term
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 1 | REVISION/WELCOME TEST | By the end of the lesson, students should be able to: Attempt the assessment questions given and provide correct to them. | The whole class rev1ses their last class notes. Each attempt the assessment questions. give and provide correct answers. | Communication and Collaboration, Critical thinking and Problem solving, | Previous resources |
| 2 | AIR CONDITIONING | By the end of the lesson students should be able to: i. Describe the concept of Air conditioning. ii. List and explain the function of all the major and minor components of Air conditioning. iii. Explain the basic processes of typical /air conditioning (heating, cooling, humidification, etc.): iv. List the common application/constructional types of an Air conditioning Unit. | 1, Students as a class, describe the concept of Air Conditioning and share with the class. 2. Students in pairs list and explain the functions of all the major and minor components of Air Conditioning and with the class. 3. Students in groups, analyse the basic processes of typical Air Conditioning (Heating, Cooling humidification, etc.) 4. Same groups outline the application/ Constructional types of an Air Conditioning unit and share with the class. | Communication and Collaboration, Critical thinking and Problem solving, Creativity and Imagination, Leadership, and Personal development | -Window type of A/C РSplit ty̤5e A/C РModels of Air handle Unit/Central A/C https://studentlesson.com/air-conditioning-deftnition-functions-components-types/ |
| Students in small groups, analyse the discrepancies between; Refrigeration,. Air’ conditioning, Refrigerator, and Air conditioner. | Critical thinking and Problem solving, Leadership, and Personal development Creativity and Imagination, | -Refrigerators Unit. – Deep freezer. -Air conditioners. https://byjus.com/physics/difference-between-air-condition-and- |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| Refrigerator d Air conditioner. | Personal development | refrigeration/#:-:textln%20refriqeration%20the%20aparatus%20supplies,order%20to%20cool%20the%20air. | |||
| 4 | SERVICING/ MAINTENANCE OF SIMPLE AIR CONDITIONER | By the end of the lesson, students should be able to: i. Categorise Air conditioner Unit into mechanical and electrical parts. ii Explain the procedural steps involves in servicing both window type/ split unit. iii. State the precautionary measures of observe during any Air conditioning servicing. | 1. Students in groups, categorise Air conditioner units into Mechanical. and Electrical parts. 2: Same groups, analyse the procedural steps in servicing of both the Window type and the Split-type unit and-With the class. 3. Same groups, identity and state the precautionary. measure to observe during any servicing of Air conditioning. | Critical thinking and Problem solving, Leadership, and Personal development Creativity and Imagination, | -Window type A/C – Split Unit. – Models of AHU https://www.cielowigle.com/blog/types-of-air-conditioners/ |
| 5 | INSTALLATION OF AIR CONDITIONER | By the end of the lesson, students should be able to: i. List and explain the procedural steps for the installation of both window and split unit Air conditioner. ii. Describe the common tools for any NC installation and their application/ uses. | 1. Students in groups, outline and analyze the procedural steps for installation of both Window and Split unit Air conditioner. 2. Same groups, identify and explain. the common-tools– for any A/C installation and their application/uses. | Critical thinking and Problem solving, Leadership, and Personal development Creativity and Imagination, | -Drilling machines, -Punches, Hammers, screwdrivers, spanners, Try square, etc. https://www.accessengineeringlibrary.com/content/book/9780071825658/chapter/chapter2 |
| LATENT HEAT, SENSIBLE/ | By the end of the lesson, students should be able to: | 1. Students in groups, analyse the concept of the | Critical thinking and Problem solving, | -Psychometric chart/ properties.. |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| SATURATED AIR ETC. | i. Explain the concept of Latent heat, Sensible. and Saturated Air, etc., heat. ii. Give related practical examples in each of the. forms of heat. | Latent; Sensible’, and Saturated Air heat and it with the class. 2. Same groups distinguish between the types of heats and give related examples on each form of the heats. | Communication and Collaboration, Leadership, and Personal development | https://www.engineeringsgallery.com/sensible-heat-latent-heat-and-specific-heat/ | |
| 7 | MIDTERM BREAK | MIDTERM BREAK | MIDTERM BREAK | MIDTERM BREAK | MIDTERM BREAK |
| 8 | PIPING, DUCTING, AND TRUNKING | By the and of the lesson, students should be able to: i. analyse the concept of piping, ducting, and trunking. ii. enumerates the processes involved in both piping, ducting, and trunking. iii. outline and explain the piping and. ducting tools and their uses. | 1. Students in groups, describe piping, ducting, and trunking and hare with the class, 2. Same groups discuss the processes in both, ducting and trunking. 3. Students in pairs, outline and explain the and ducting tools with their uses and share with the class. | Communication and Collaboration, Critical thinking and Problem solving, Leadership, and Personal development | ping/ Ducting tools: -Demonstration of piping of Refrigerators and Air conditioner. – Amafelx, PVC pipes, etc. https://energymodels.com/piping-and-ductwork-systems-0 https://www,piping-materials-of-construction/ |
| 9 | INSULATOR/ CONDUCTOR | By the end of the lesson, students should be able to: i. Explains the. meaning of Indicator and Conductor. ii. List the common examples of both Insulator and conductor. | 1. Whole class brainstorm on the of Insulators and Conductor. 2. Students in groups, describe an insulator and conductor and share ‘with the class, 3. Students in pairs, give a common example of an insulator and a conductor | Communication and Collaboration, Critical thinking and Problem solving, Creativity and Imagination, Leadership, and Personal development | Metal, aluminum, copper, plastic, ceramics, etc https://www.physicsclassroom.com/dass/estatics/Lesson/Conductors-and-Insulators#:-:text=Examples%20of%20Condctors%20include%2Cmetals,rubbber%02C%20glass%20and%20dry%20air |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| SATURATED AIR ETC. | i. Explain the concept of Latent heat, Sensible. and Saturated Air, etc., heat. ii. Give related practical examples in each of the. forms of heat. | Latent; Sensible’, and Saturated Air heat and it with the class. 2. Same groups distinguish between the types of heats and give related examples on each form of the heats. | Communication and Collaboration, Leadership, and Personal development | Amaflex, masking tape, mallet hammers, clips, etc. https://www,guora.com/What-is-Insulating-material. https://www,apc.com/ca/en/fags/FA164652/ https://www.slideshare.net!mobile!SAWANWAN1123456/insulation-materials-in-Air-refrigeration-and-air-conditioning | |
| 11 | TECHNIQUES/ MEASURES FOR REFRIGERATOR AND AIR CONDITIONE R PIPES INSULATEDN NON | i. evaluate insulating materials as applicable to Refrigeration and conditioning field Air ii. State the common precautionary methods, figuring out the best option, to observe during pipes insulation | Students as a class, appraise the insulating materials as applicable ‘to Refrigeration and Air Conditioning field. Students in groups, enumerate common precautionary methods, suggest best to observe | i. ng tools ii. Amaflex etc iii. Adhensive (Gum) iv. Clips/tapes | |
| 12&13 | REVISION PROJECT/ EXAMINATION |
Refrigerator and Air Conditioning Work Scheme of Work SSS3 Second Term
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 1 | WELCOME TEST | By the end a(the lesson, students should be able to provide answers to the assessment questions given correctly | Whole class revise the last terms topics Individual student tempt the evaluation questions given, and provide answers. | Critical thinking and Problem solving, Communication and Collaboration, | Previous resources used in last term. |
| i. Students in pairs, outline and explain the major/minor components of an Absorption system 2. Students in groups, describe simple principle operation of an absorption system and share with the class 3. Same group justify the advantages and disadvantages of an absorption system or mechanical refrigeration system, similarities and differences. | Critical thinking and Problem solving, Communication and Collaboration Leadership and Personal development | Absorption Unit Refrierator body Compressor https://www.sencedirect.com/topics/engineering/absorption-refrigeration-system |
| 2 & 3 | COLD ROOM (STORE) | By the end of the lesson students should be able to: i. Explain the working principle of a cold room. ii. List and explain all the function of major and minor components of cold room. | 1. Students in small groups, describe the working principles of a cold room and discuss with the class 2. Same groups, explain all the function of major/minor components of cold room | Critical thinking and Problem solving, Communication and Collaboration Leadership and Personal development | Posters charts Air handling units (AHU) models. https://www.postharvest.net.au/postharvest-fundarnntals/cooling-and-storaqe/cool-ooms/#:-:text=Refrigeration%20systems20work%2Qby |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| iii. Simple routine maintenance of cold room. | 3. Same groups analyse the simple routine maintenance of cold room. | %20compressingand%20the%20products%20it%20contains. https://www.coolmà xqroup.com/blog/brief-overview-of-cold-room-components-and-part https://www.slideshare.net!mobile!SAWANWAN1123456/insulation-materials-in-Air-refrigeration-and-air-conditioning | |||
| 4&5 | MOTORS AND GENERATORS | By the end of the lesson, students should be able to: i. Recognise the difference between motors and Generators. ii. list the types of motors/ Generator and their applications. iii. Analyse the operation of motors/ Generators. iv. Itemize the routine maintenance of both motors and Generators of a refrigeration system. | 1. Student, identify and recognise the differentiate between motors and generators. 2. Students in pairs, numerate the types of motors/generator and their applications, 3. Students in groups break down the operation of, Motor/Generators and itemize the routine maintenance of’ refrigeration system. | Critical thinking and Problem solving, Communication and Collaboration Leadership and Personal development | Samples of motors Electric motor, fan motor, blower motor, Generator, etc. https://circuitglobe.com/difference-between-motor-and-generator.html#:-:text=The%20motor%20and%20the%20generator%20are%/20almost%20similar%20from20the,vice%20versa%20of%20that%20motor. |
| FAULT DIAGNOSIS AND TROUBLE SHOOTING | By the end of the lesson, students should be able to: i. State different methods of diagnosing faults. ii. Effect repairs/ remedies to diagnosed faults. iii. trouble shooting in any system, (R&A) | 1. Students in groups, identify different methods, of diagnosing faults. 2. Same groups, effects repairs/remedies to diagnosed faults and discuss with the class. 3. Same groups, practically troubleshoot any system, (R&A) | Critical thinking and Problem solving, Communication and Collaboration Leadership and Personal development | https://www.scielo.br/scielo.php?script=sci_arttext&pid=S1678-5878200400030000 https://greqstanleyandassociats.com/whitepapers/FaultDiaqnosis/faultdiagnosis.htm | |
| 7 | MIDTERM BREAK | MIDTERM BREAK | |||
| 8-11 | REVISION/ PROJECT |
